bcse - manchester council - acoustics in schools - paul_maccabee

8/6/2019 BCSE - Manchester Council - Acoustics in Schools - Paul_Maccabee

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Acoustics in PracticeA Local authority perspective

Paul Maccabee BSF & Academies Programme Director Melanie Jackson Sensory Support Service

Alistair Burns Design Manager MCC


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Melanie Jackson -Sensory Support Service


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The Manchester Context Population: 439,025 White British 77% Other ethnic groups 23% Student population: 60,000 Unemployment: 5.1% (nat. av. 3.8%) Low birth weight: 8.2% (nat. av. 7.5%) Ranks 4 th multiple deprivation index, with 9

areas in excess of 80% regarding child povertymeasures

A large, vibrant, metropolitan city, with a diverseethnic population, a large student population andsignificant levels of mobility, unemployment andvulnerability.


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Educational Profile 171 schools with 62,500 children 20% with SEN INA 1500 p.a. from Far and middle east, Africa,

Central and Eastern Europe

EAL 20,000; 80 languages LAC 1380: 55% SEN of which 27% havestatements

500 children with hearing needs: rangingfrom mild to profound losses, some with EAL andadditional needs

41% mild, 33% moderate, 8% severe, 14% profound


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Challenges Diverse population with a complex educational

profile Environment

old buildings: high ceilings and brick walls new buildings: large, open spaces

SNR - Listening capabilities and limitations of children

Technology INSET, support, advice, persuade


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Creating a good learning environment Classrooms are auditory verbal environments

and 70% of the school day is spent listening. How well children hear a teacher affects how

well they learn.

Listening is a process: -Detection, discrimination, recognition, identification, comprehension

Carol Flexer (2005-2008)

SFS -responses from schools: benefits for EAL,

SEN, HI, curriculum access, calm classes,opportunities for communication.


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Removing barriers to listening and

learning

Creating access to a good quality signal

Achieving potential for all pupils

Language developmentand curricular access


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Paul Maccabee -MCC BSF & Academies

Programme Director


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Then.& NowThen:

BSF schools funding approvals dependanton contractual commitment to meet

acoustic standards (PfS Oct 09)Now:

Building Regs to be watered down as partof Government drive to scale backridiculous bureacracy (TES Feb 11)


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Challenges & Contradictions BB93 compliance Air quality in the learning environment Head space in the learning environment

Transformation & personalisation Temporary accomodation Dining room / social spaces (part E) Cost Building Regs - interpretations


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Transformation & Personalisation

The critical relationship between pedagogyand the design / specification of buildings

Theory and practice Clarity and consistency from concept

through to operational use Good examples and bad ones


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Lessons Learnt - Solutions

Generally positive feedback BB93 Alternative Standards Pilots Large Learning Areas

Change management Leadership! Practical testing subjective judgement Flexibility of the structure to allow simple re-

configuration of learning space Limited use of flexible partitions Limited use of soundfield systems


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Alistair Burns -Design Manager MCC


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Lesson delivery a variety of formats


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Critical Design Factor - acoustics


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Standard teaching rooms acoustic performance

BB93 compliance in atraditional classroom

Area of acoustictreatment designed byan acoustician usingcomputerised acousticmodel to ensurespeech intelligibilitybetween

Teacher speaking tostudent

One studentresponding to teacher


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Flexible Learning Zones acoustic performance many talking


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Design Challenges 1 Fundamental space planning (loud & quiet

activities) Open plan spaces where to put treatments

Maintaining flexibility Adjacent noise breakthrough (external & internal) Integrating solution with services & structure Noise from plant Dealing with impact noise Robustness & aesthetics of any solution


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Design Challenges 2 Connecting door & screen detail Flanking sound detailing (partitions & floors) Building Control sign off protocol

Educating users


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General teaching space acoustic principles

Thick carpet for improvedresistance to impact noise

Use of shelving or other equipment todiffuse sound at back and sides of room

Acoustic panel at high level toachieve RT rating e.g. GyprocLine 6 or Pregybel board

Reflective deck at mid point assistscarry

Exposed 200mm precast r. conc unit with 75mm screed

Reflectiveteachers wall

Absorptivestudent wall

Use of lightfittings toprovide

absorbers


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General teaching space acoustic principles

Majority hardsurfaces onteachers wallwith interactivewhite board, drywipe anddisplay boards

Majority thermal mass exposed paintedconcrete soffit with textured finish to diffusesound, some acoustic treatments mayinsulate against thermal mass aggravatingoverheating issues

Exposed services offer potential for appliedacoustic treatment for reduced reflection

Acoustic treatment to beapplied above 2100mmto avoid tampering byusers

Pin boardsand display

assume asreflectivematerial

Treatment on wallsbelow 900mm isgenerally ineffectivedue to beingpartially obscured byFF&E

Conflict between desire for natural lighting to deep plan

floor plates & impact of glazingon room acoustics


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Design Challenge dealing with noise

Ceiling panels

Tracked panels or curtains

Folding screens

Management

modellingFurniture

Wall panels

noise!!

Compliance with BB93 will only be possible in open plan areasunder certain conditions that have been modelled and tested.

Outside of these configurations results cannot be predicted.


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Installation / construction challenges Robustness of material - users

Material not affected by humidity, temperature etc

Sequencing - when to install

Easily handled on site? Easily cut or drilled (surface patterning)

Surface treatments - stop at 85% requirement andtest!!

Electronic reinforcement may rely on panels astransducers not helpful if you have no ceilings


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Installation / construction challenges - sequencing


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Acoustic panels do not have to be intrusive


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Acoustic panels do not have to be intrusive


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Acoustic panels can also be a feature if hung


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Dont forget general circulation spaces


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Problems with suspended ceiling systems in our experience:-

Tiles can be lifted & voids used to hide things

Tiles can be easily damaged

Tiles can be damaged through maintenance

Our solution to use perforated board, however this required careful service coordination to fit theperforation pattern and numerous access hatches

External noise sources from traffic and adjacentproperties can also be an issue (windows open inwarm weather).

We have used earth mounding and living screenswoven into Willow wattles from renewable sourcesto deflect noise. These also provide excellenthabitats for wildlife. Limitations performancedetermined by height and distance from building,generally only works for ground floor accommodation

bcse - manchester council - acoustics in schools - paul_maccabee

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